The Office of Superintendent of Public Instruction released participation rates today for the new Smarter Balanced assessments in grades 3-8 and 11. As noted below, participation was solid in grades 3-8, but was low in 11th grade. Last week, OSPI released a sneak peek at Smarter Balanced scores (view results by clicking here).

An interesting note is that participation by 10th graders in the Smarter Balanced English language arts was at 94 percent. Students in the class of 2017 and beyond are required to pass the Smarter Balanced English language arts exam in order to receive a diploma. The State Board of Education will set a graduation threshold score in August.

OLYMPIA – July 9, 2015 – Washington schools met the required 95 percent participation rate on this spring’s new Smarter Balanced tests in grades 3 through 8, according to preliminary results released today by the Office of Superintendent of Public Instruction (OSPI). The rate was considerably lower for the 11th grade.States and individual districts and schools are required by the Elementary and Secondary Education Act to reach 95 percent participation on state tests as one way to help ensure schools are meeting the needs of all students.“I’m proud of the students who participated in the new tests this year,” State Superintendent Randy Dorn said. “Trying something new isn’t easy. My hope is that now that we’ve seen the new tests in action, more students will participate next year, especially in 11th grade. Eleventh graders who score a 3 or 4 on the tests are considered ready for credit-bearing coursework, and may avoid placement tests once they get into college.” NOTE: Preliminary test refusal numbers are based on data reported to OSPI by districts. Data collection methods vary by district. Final refusal numbers may be different for some districts and will be reported with final score results during OSPI’s press conference on August 17.

What are the consequences?

Academic: When a large number of students do not take state tests, drawing statewide conclusions about student learning is difficult. It is also difficult to know which schools are struggling, because accurate comparisons cannot be made for schools with large refusal rates.

The Office of Superintendent of Public Instruction released preliminary results today from the math and English language arts Smarter Balanced assessments from spring 2015. See the full press release on OSPI's Website.Via the Office of Superintendent of Public Instruction

OLYMPIA — July 2, 2015 — Washington students who took the Smarter Balanced tests are generally scoring higher than last year’s field tests indicated they would, according to preliminary results released today by the Office of Superintendent of Public Instruction (OSPI).The testing window ended June 15. With roughly 90 percent of scores returned, State Superintendent Randy Dorn is pleased with what he has seen so far. “I’m encouraged by the preliminary results for this baseline year,” said Dorn. “It’s a great beginning for the state of Washington.”“Teachers and students have been working hard this year to transition to more difficult learning standards and tests. While tests are just one way to measure students’ knowledge, these new tests give educators a clearer picture of how the system is doing and where instructional improvements need to be made.”Students throughout the state took the Smarter Balanced assessments in English language arts and mathematics for the first time this spring. These tests measure student learning of the new state learning standards in ELA and math, adopted by our state in 2011 to ensure all students who graduate from a Washington high school have the critical-thinking skills needed for careers and college.OSPI cautions that this sneak peek is preliminary. Results are updated daily, as tests continue to be scored. Return rates vary by district, grade level and content area, so comparisons between districts should not be made until all tests have been scored. Disaggregated district-level results will be available during OSPI’s annual score release press conference at 10 am on August 17.This week’s preliminary results do not factor in student refusals. What is reported here is the proportion of students who took the test and earned a level 3 or level 4. OSPI will release test refusal numbers, by grade level and content area for each school district, on July 9. For state and federal accountability purposes, refusals will be incorporated into the proficiency rates reported on August 17. Proficiency rates will be lower when refusals are included.

Hallie Mills, a fourth-grade teacher in the Kent School District, shares her thoughts on administering the Smarter Balanced Assessment this spring.

In May, my students took the Smarter Balanced Assessment (SBA) along with most every other 3rd-8th, and 11th grade student in Washington. This was my second year with SBA since my district piloted the test last year and earlier this year I wrote about what I had learned from the pilot experience. It’s now been over a month since my students finished testing, and I’ve been able to reflect on our overall SBA experience. Here are six things I’m taking away from this year:

“Testing does not have to be torture.” My principal made this statement at our pre-testing, rally-type assembly. During our testing window, schedules stayed the same. We still went to specialists, we had regular lunch and recess, we took brain breaks, and we had an extra recess at the end of each testing day. During testing I used GoNoodle, an online brain break tool that I had not previously used with my students. My students loved the Zumba dance breaks. The students still got to be kids throughout the day, and they worked really hard when it was time to return to testing.

Students learned to encourage others. As a fourth grade team, we took it upon ourselves to adopt a third grade classroom. Each class made an encouraging poster for a third-grade class letting them know we believed in them, and that they were already super stars. The third graders appreciated knowing they were supported. When it was our turn to test, the third graders took time to make posters and encourage the fourth graders. It was good for our students to realize that in the end we were not testing by ourselves. We were all playing on the same team, and we were rooting for each other to simply do our best.

CLICK HERE TO READ THE FULL POST AT PUGET SOUND ESD's CORELABORATE WEBSITE

By Lindsey StevensHigh school social studies/English teacher, Tacoma, WA

Did you know that the NGSS (Next Generation Science Standards) are aligned with the Common Core State Standards? Did you know that the NGSS are organized by a framework that has three dimensions? Did you know that the NGSS is separated into four domains of disciplinary ideas? I’m not a science teacher or an elementary teacher, sp for me this was new, really important, and pretty darn impressive. This basic understanding of the NGSS has become really important to me in the last few months. While I am a social studies teacher and not a science teacher, I am a Common Core trainer and a learning support leader in my building. This means that I plan professional development and support professional learning communities (PLCs) across my building. This also means I am trying to support the adoption of literacy practices and data analysis according to the Common Core standards in many disciplines outside of my own.When planning building-wide professional development for literacy we have been lumping all the disciplines together. English Language Arts is an obvious department to include, as well as social studies, science and career and technical studies. These are all covered under the Common Core State Standards and have specific standards in the framework for their subjects.However, I was visiting a biology PLC in our building a few weeks ago they were talking about the standards they were using for an upcoming unit. I asked them if they were focusing on the literacy standard we have been using as a school wide focus:

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